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The effect of midterm peer feedback on student functioning in problem-based tutorials.

Rachelle J A Kamp¹, Diana H J M Dolmans, Henk J M Van Berkel

¹Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands. R.Kamp@maastrichtuniversity.nl

Advances in Health Sciences Education : Theory and Practice

|March 29, 2012

Summary

This summary is machine-generated.

Peer process feedback and goal setting improved student contributions in Problem-Based Learning (PBL), particularly for those initially struggling. Combining feedback with reflection and discussion enhances its impact on learning quality.

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Area of Science:

Health Sciences Education
Cognitive Psychology

Background:

Successful Problem-Based Learning (PBL) relies on high-quality student contributions.
Not all students automatically achieve this quality, potentially hindering group success.

Purpose of the Study:

To determine if peer process feedback combined with goal setting enhances individual student contributions in PBL.
To explore the effectiveness of this intervention for improving learning quality within tutorial groups.

Main Methods:

A mixed-methods explanatory design was employed with 74 second-year Health Sciences students.
The study utilized a pre-test/post-test format combined with a focus group for qualitative data collection.

Main Results:

Student contribution quality significantly improved only for those with below-average pre-test scores.
Qualitative data indicated that combining individual reflection and goal setting with face-to-face discussion amplified feedback effectiveness.

Conclusions:

Peer process feedback and goal setting can be effective for improving student contributions in PBL, especially for underperforming students.
Integrating individual reflection, goal setting, and group discussion maximizes the impact of feedback on learning quality.